Centre for Global Learning (GLEA)

Welcome to the July 2021 edition of Coventry University's

Centre for Global Learning (GLEA) Newsletter

We'll be sharing the latest news from across the centre, including project updates, researcher in the spotlight, forthcoming events and publications.

Theme Highlights

Global Learning: Education without Boundaries

Jordan Opportunity for Virtual Innovative Teaching and Learning (JOVITAL) final project activity

Coventry University hosted a final JOVITAL workshop, virtually in March 2021 to share key learnings from this EU-funded project which sought to add a value to the teaching and learning process in Jordan by empowering institutions through contemporary online-enabled tools and approaches. The final report is available digitally, in English and Arabic.

Jordan Opportunity for Virtual Innovative Teaching and Learning (JOVITAL) final project activity report page 3-4

GLEA colleagues Professor Katherine Wimpenny, Dr Arinola Adefila and Dr Alun DeWinter have been part of the project since it began in 2017 alongside a large consortium of universities from Europe and Jordan.

JOVITAL adopted a ‘COIL like’ model of online education within Virtual Learning Environments (VLEs), where students were brought together to undertake educational tasks and activities in an online space and were encouraged to learn from each other, rather than relying solely on a tutor. However, rather than focus wholly only on internationalisation of the curriculum, these educational collaborations started on a national level, between students within Jordanian institutions with a number of VLE pilots being held, cumulating in an international pilot with students from across Europe and Jordan.

JOVITAL has offered some interesting insights into the introduction and use of digital online educational approaches within a context that has previously focussed on traditional classroom approaches to teaching and learning and did not always see online teaching and learning as holding equal value to the ‘teacher at the front’ model of delivery. Prior to the global pandemic of 2020 (onwards), the Jordanian government placed limitations on the percentage of any course that could be taught online per academic year.

Some of the most interesting findings of the project have been the use of student support within the VLE activities. Named ‘E-Tutors’ within JOVITAL, these students were trained to assist with delivery support of the VLE within Jordan, acting as an interface between student and teacher.  This has a number of key benefits, including mediation, problem solving and providing elements of technical support throughout the activity. Students also reported feeling more comfortable liaising with an E-Tutor and academics suggested that they did not need to ‘micro manage’ activities with the support of E-Tutors.

The global pandemic has challenged how many of us access education and has placed an increased spotlight on the use of online teaching and learning. Like many international projects, JOVITAL was required to adapt to the ‘online only’ mode of working throughout much of 2020 and 2021, and the online nature of the project, as well as the E-Tutors’ support greatly facilitated the need to operate the project in an online-only space.

Now that JOVITAL has come to an end, we must use our experiences and learning on the use of online tools in teaching and learning through JOVITAL to help inform new ways of working in a virtual space on both a national and global level. Although we are very COIL-focussed here at Coventry University, JOVITAL has shown us that there is space for different models of online interaction and that there are benefits to bringing students together nationally to undertake educational collaboration. In addition, we must consider that westernised concepts of online learning must be contextualised for use in other geographical locations, and consideration given to cultural traditions, where dialogue and collaboration are critical to the success of international research consortia. Finally, JOVITAL has showed the real value of peer-learning and student-led activity through the e-tutor model, which has proven to be a really valuable learning for us.

Although we do say goodbye to our JOVITAL consortium meetings and activities, JOVITAL has also created long-lasting friendships and working relationship with our partners in Italy, Germany, Slovenia and Jordan. GLEA looks forward to further opportunities to collaborate again on future projects.

If readers would like to know more about JOVITAL and GLEA’s research outputs, please do read the project website or drop us an email. We are always interested to talk to colleagues around the world about our research and would be delighted to discuss potential collaborations!

Development, Engagement and Attainment

A systematic review of measures of attainment in literacy, mathematics and science.

Last year, Dr Helen Breadmore and Professor Julia Carroll from the Development, Engagement and Attainment Theme were commissioned by the Education Endowment Foundation (EEF) to conduct a systematic review of measures of attainment in literacy, mathematics and science. The outcomes of the review include an online searchable database summarising and evaluating tests, and has been published on the EEF website. 

High quality norm-referenced tests enable educators and researchers to benchmark pupil progress against national attainment. This information is often used to understand a pupil’s strengths and weaknesses, measure progress over time, or to evaluate the impact of a change in teaching methods or an intervention. Our review set out to identify what tests were available to measure attainment of students aged 6-18 years. Having identified the available tests, we then evaluated the psychometric quality and implementation utility of UK norm-referenced tests. The systematic review protocol which was developed with the support of our advisory panel is available here.

We found that the majority of tests on the market do not have recent UK norms, a problem that is particularly true in science. In fact, of 37 tests that were eligible for evaluation, only 1 test measured science attainment. 

Across all subject areas, we found that information about the validity and reliability of tests is often hard to access and/or of low quality. Usually, this information is only presented in test manuals and so users may have to purchase a test before determining whether it is reliable, valid and appropriate for their needs. The outcomes of our review go some way to resolving this issue, as the evaluation data for individual tests will soon be publicly available in an online searchable database (on the EEF website).

The database summarises key information about each of the tests that we evaluated, including the reliability and validity of test data, and practical information about test administration and implementation. This will help educators and researchers to determine which test best suits their needs.

We noticed that tests often include adaptions to administration – such as offering both paper and digital versions, or the choice of individual or group administration. Sometimes those adaptations are desirable or even necessary to promote fairness in testing, or for other practical reasons. However, test developers need to provide evidence about whether these adaptations influence test performance.

For more information related to the outcomes of the project, please contact Professor Julia Carroll

Educational Leadership and Policy 

Professor Megan Crawford and Dr Luca Morini ran a dialogue session at the Symposium: Leadership Within Technology-Enhanced Professional Learning Spaces (June 28th-30th) hosted by the Journal of Professional Learning in Education and Cambridge.  The Symposium centred around  the skills, knowledge, understanding, and application of learning technologies, broadly defined to include everything from virtual learning environments to conversation protocols that structure professional dialogue. Their session discussed building an online doctoral community for global research, enhancing relationships and cultural relevance, with examples drawn from the PhD in Global Education programme.

Applications for the PhD in Global Education are currently open, you can find out further information here or contact us at globallearning@coventry.ac.uk

Gender, Equality and Diversity

Workshop - Building reflective thinking through an awareness of gender analysis 

Professor Suzanne Clisby delivered a workshop as part of the Council Workforce Diversity and Inclusion Strategy Launch Event: 21-24 June 2021.

The workshop entitled ‘Building reflective thinking through an awareness of gender analysis’ highlighted tools to equip people in their personal and professional lives. 

Suzanne’s research focuses on gender, anthropology, education and development. Gender analysis is a system for examining the differences in roles and norms for women and men, girls and boys; the different levels of power they hold; their differing needs, constraints, and opportunities; and the impact of these differences in their lives. The session provided an introduction to the concepts and techniques of gender analysis to help attendees think about how they can then practically apply these tools and build awareness in situations to better navigate through them.

As part of Men’s Health Week, Steve Raven has shared how his career experiences and undiagnosed dyslexia impacted his mental health

The full blog which is available here explores Steve’s journey to understand his mental health needs in the face of career challenges and a diagnosis of dyslexia.

Welcome

GLEA are pleased to welcome four new researchers to the Centre.

Dr Mehmet Karakus, who rejoins us as Assistant Professor on the Development, Engagement and Attainment theme.

Dr Jaya Jacobo, who joins us as Assistant Professor on the Gender, Equality and Diversity theme.

Dr Jie Ma, who joins us as Research Fellow within the Global Learning: Education without Boundaries theme, and working on the ‘UK-ASEAN Partnerships and Exchanges Baseline Research’ project.

Jenny Wells, who joins us as Research Assistant within the Global Learning: Education without Boundaries theme, focusing on the ViVEXELT (Vietnam Virtual EXchange for English Language Teaching) project.

Researcher in the Spotlight

At the University of the Philippines, I was postdoctoral fellow of the Philippine work package of the GlobalGRACE Gender and Cultures of Equality project based at Goldsmiths and funded by the United Kingdom Research Innovation (UKRI). In Metro Manila and in Laguna province, the programme has worked with young lesbian, gay, bisexual, queer, trans and gender-nonconforming writers in workshops and residencies from 2018 until the present.

The GlobalGRACE project gave me an opportunity to travel to South America in 2019 and work alongside trans and nonbinary artists, scholars, community workers and activists in Rio de Janeiro and other Brazilian cities. The experience has inspired me to work closely with sisters back home, through the Society of Trans Women of the Philippines (STRAP), where I sit as member of the board of trustees. During the first few months of the pandemic last year, I co-directed a fundraising drive to assist 100 Filipina trans women during the lockdown.

I have been involved in creative writing since I entered university in 1998, and foregrounding gender equality in art has always been a key aspect of my work. In 2016, I co-founded with B. B. P. Hosmillo, Cyril Wong, Hendri Yulius and Pang Khee Teik Queer Southeast Asia: A Transgressive Journal of Literary Art. This was followed in 2019 by BKL/Bikol Bakla: Anthology of Bikolnon Gay Trans Queer Writing, which I co-edited with Paul Sumayao. Bikol is the name of my homeland in the southernmost region of Luzon, the largest island in the Philippine archipelago; it is also my mothertongue. Next year, Mikee Inton-Campbell, Brenda Rodriguez Alegre and I hope to launch Trans Pilipinas: Anthology of Writings by Trans and Gender-Diverse Filipinos.

Currently, I am writing a manuscript on decolonial Filipina trans herstories, revising my own anthology of film criticism (I have been a Member of the Film Desk of the Young Critics Circle [YCC] of the Philippines since 2003) and completing my debut collection of poetry in Filipino.

At GLEA, I hope to develop a study that anthologises and analyses autobiographical narratives of trans* people in UK education, with activist and artistic impulses guiding the interpretation and production of decolonially situated knowledge. I also welcome working with postgraduate researchers who wish to conduct projects around trans, nonbinary and gender-diverse experiences in global education. It has been a delight working alongside colleagues at GLEA, and I look forward to deepening engagements and collaborations in the coming years.

To see Jaya’s profile and list of publications, please visit her PURE profile.

Programme updates

GLEA are pleased to welcome 12 new postgraduate researchers (PGRs) onto the South African dual award collaborative PhD programme in Higher Education designed and delivered by Walter Sisulu University (WSU), Stellenbosch University (SU) and Coventry University (CU).

Bontle Beauty Monnanyane with Dr Que Anh as Coventry University supervisor 

Clarissa Jane Graham with Prof. Katherine Wimpenny as Coventry University supervisor         

Fozia Mir with Dr Luca Morini as Coventry University supervisor       

Jacoba Magdelena Barnard with Dr Que Anh as Coventry University supervisor      

Lakshmi Jayakrishnan with Prof. Katherine Wimpenny as Coventry University supervisor       

Maryke Geldenhuys with Prof. Katherine Wimpenny as Coventry University supervisor       

Mbuyiselo Vusumzi Mlanjana with Dr Virginia King  as Coventry University supervisor  

Michele Curran with Dr Que Anh as Coventry University supervisor         

Mmatumisang Motsisi with Dr Luca Morini as Coventry University supervisor         

Paul Aime Tamba Tamba with Dr Luca Morini  as Coventry University supervisor         

Tamaryn Joanne Dalldorf with Prof. Katherine Wimpenny as Coventry University supervisor       

Vanessa Nontsikelelo Majiza with Dr Virginia King as Coventry University supervisor       

We also welcome our May 2021 intake for PhD with GLEA

Chibuzor Oguamanam joins us with supervisory team Dr Arinola Adefila and Dr Yung-Fang Chen

Upcoming GLEA events

We welcome you to register for our upcoming events:

Webinar: Online, Part-time PhD in Global Education. PhD Opportunity Q&A Session

Wednesday 14th July 2021 at 5.00 pm to 6.00 pm.

Coventry University is inviting applications from suitably-qualified graduates for a PhD in Global Education at the Centre for Global Learning (GLEA), for a September 2021 start.

Professor Megan Crawford, GLEA Programme Lead, will be hosting a Q&A webinar session for those who would like to find out more about the programme prior to applying.

Register your attendance here

Webinar: Becoming Global Researchers: positionality and insights from education theory and practice.

Friday 3rd September 2021 at 3.00 pm – 5.00 pm.

GLEA researchers will be exploring the concept of 'Becoming Global Researchers: positionality and insights from education theory and practice' from their internal and external research community experience.

This will be delivered in 3 parts:

1. Positionality in a Global context: A Conversation - Prof Megan Crawford, Dr Sylwia Holmes and Dr Luca Morini (30 mins)

2. Diverse dynamics and cultural sensitivities: lessons from South Africa and ASEAN – Prof Katherine Wimpenny, Dr Arinola Adefila and Dr Alun De Winter (30 mins)

3. Different cultural contexts and institutional regimes: Multi-cultural insights – Prof Suzanne Clisby (30 mins)

4. Questions and Discussion (30 mins)

For more information on the session and to register your attendance please click here.

New Projects Awarded

The funders aim to encourage partnerships between the UK and Vietnam which generate new research, insight and/or innovations to improve the teaching and learning of English. With the impact of Covid-19 on learning, the British Council and Vietnam’s NFLP are keen to ensure that future remote and online learning opportunities are more equitable and accessible to all, rather than just a few, and that they are sustainable over time.

Professor Marina Orsini-Jones, GLEA Associate and Associate Head of School Global Engagement in the School of Humanities is co-leading this research project with Dr Bui Thi Ngoc Thuy, Deputy Head of External Affairs and ELT expert from Hanoi University of Science and Technology – HUST- in Vietnam. The team includes experts on ELT, e-learning and digital innovation from the UK and Vietnam, some of whom are already working together on another GLEA project: ACES.

ViVEXELT aims at to address ELT challenges in Vietnam (Le, 2020) and at fostering the development of its participants’ English language teaching competencies, critical digital literacy and intercultural awareness ‘in’ action, while doing an online Virtual Exchange course, ‘on’ action’, reflecting on the course after its completion and ‘for’ action, thinking how they can apply their learning to their future ELT practice. There is evidence that the Virtual Exchange approach for English language teacher professional development can be successful to support students and teachers involved in ELT with reassessing their beliefs and embracing innovative practice (Orsini-Jones et al. 2018).  The project will also foster the creation of an international cross-sector Vietnam/UK ELT community of practice supported by Virtual Exchange and address the need to further develop a student-centred ELT approach in Vietnam and in the UK.

The project will investigate the following research questions:

1.       Can ViVEXELT support the development of the speaking and interactional online skills of English language teachers and students in teacher education in Vietnam and the UK?

2.       Can ViVEXELT support English language teachers and students in teacher education to develop intercultural and digital competences for the 21st Century and address the requirements of the edited CEFR Companion Volume 2020?

3.       Can ViVEXELT foster the creation of a sustainable community of ELT practice and boost the confidence of non-L1 English teachers in a dialogic and inclusive way?

4.       Can ViVEXELT foster the further development of a student-centred pedagogical approach to ELT in Vietnam and in the UK?

5.       Can ViVEXELT support English language teachers and students in teacher education with reflecting on and repurposing existing innovative digital solutions to integrate into their practice?

The Virtual Exchange/COIL course will initially benefit around 120 participants (ELT teachers and students in teacher education) from Vietnam and the UK. The first cycle will take place in June-July and the second in October-November.

ViVEXELT started on the 1st April 2021 and will be completed by the 31st March 2022. It is hoped that, if successful, this pilot will be scaled up in 2022. For further information, please contact Prof Marina Orsini-Jones.

Recent Publications

Adefila, A., Teixeira, R. V., Morini, L., Texeira Garcia, M. L., Delboni, T. M. Z. G. F., Spolander, G. & Khalil-Babatunde, M. (2021) Higher education decolonisation: #Whose voices and their geographical locations? In: Globalisation, Societies and Education.

Nesi, H. & Alsop, S. (2021) Stories and scenarios: lecturers’ use of fantastic hypothetical events In: Journal of English for Academic Purposes. 53, 101022.

Alsop, S., King, V., Giaimo, G. & Xu, X., (2021) Uses of corpus linguistics in education research: An adjustable lens Theory and Method in Higher Education Research. Tight, M. & Huisman, J. (eds.). Emerald, Vol. 6. p. 21-40 20 p. (Theory and Method in Higher Education Research; vol. 6).

Enderby, J., Carroll, J., Tarczynski-Bowles, L. & Breadmore, H., (2021), The roles of morphology, phonology and prosody in reading and spelling multisyllabic words In: Applied Psycholinguistics. (In-Press), p. 1-21 21 p.

Cherkowski, S., Kutsyuruba, B., Walker, K. & Crawford, M., (2021), Conceptualising leadership and emotions in higher education: wellbeing as wholeness In: Journal of educational administration and history. 53, 2, p. 158-171 14 p.

Karakus, M., Ersozlu, Z., Usak, M., & Ocean, J. (2021). Self-Efficacy, Affective Well-Being, and Intent-to-Leave by Science and Mathematics Teachers: A Structural Equation Model. Journal of Baltic Science Education, 20(2), 237-251. https://dx.doi.org/10.33225/jbse/21.20.237 (Indexed in Web of Science, Scimago Rank: Q2). 

Karakus, M., Usak, M., & Ersozlu, A. (2021). Emotions in Learning, Teaching, and Leadership: A Bibliometric Review of Asian Literature (1990–2018). Sage Open, 11(1), https://doi.org/10.1177/2158244020988865 (Indexed in Web of Science, Scimago Rank: Q2). 

Lessons for mathematics higher education from 25 years of mathematics support Lawson, D. & Croft, T., (2021), Research and Development in University Mathematics Education: Overview Produced by the International Network for Research in Didactics of University Mathematics. Durand-Guerrier, V., Hochmuth, R., Nardi, E. & Winsløw, C. (eds.). 1 ed. Routledge

Wimpenny, K., Beelen, J., Hendrix, K., King, V. & Sjoer, E., (2021), (Accepted/In press) Curriculum Internationalization and the ‘Decolonizing Academic’ In: Higher Education Research & Development. (In-Press), p. (In-Press)

Conference Papers

Dual-status academics: What makes for meaningful identity-work? King, V., Smith, J., Billot, J. & Clouder, L., 21 Jun 2021, p. 29. 1 p.

Conference Activities

Karakus, M. & Courtney, M.G.R. (2021). The Factors Predicting the Achievement of the Immigrant Students: A Multilevel Analysis of PISA 2018. American Educational Research Association (AERA) Conference, Large Scale Assessment SIG Paper Session, April 12, 2021, the USA. 

Karakus, M. & Toprak, M. (2021). Outcomes of school administrators’ emotion management: A review of evidence in Asian countries. New England Educational Research Organization (NEERO) Conference, 28 – 30 April, 2021, NH, USA.